IJoLE: International Journal of Language Education
IJoLE: International Journal of Language Education is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English.
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<![CDATA[Detecting Mispronunciations of Non-Native (L2) Post-Graduate Students of English Language Education in Indonesia ]]>
<![CDATA[Syahfitri Purnama]]>;
<![CDATA[Muhammad Ali Pawiro]]>;
<![CDATA[Azis Azis]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 1, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.36368
<![CDATA[Speaker’s good pronunciation makes his/her listener comfortable, and confident to participate in the conversation and his/her mispronunciations bring implications to the listener’s awareness and involvement with the message spoken. The research was aimed at detecting the mispronunciations made by 70 non-native (L2) post-graduate students who were enrolled in the English department and were also school teachers in Greater Jakarta (including Jakarta, Bogor, Depok, Tangerang, and Bekasi [or commonly shortened as Jabodetabek]). They were given English texts to read, and recorded, and a semi-structured interview was applied. Error analysis was employed to check mispronunciations. The results showed that 43 students (61%) made mispronunciations and 27 (39%) didn’t. Mispronunciation was found on vowels by 4 students (5.71%), on consonants by 5 (7.14%), on diphthongs by 3 (4.28%), and on consonant clusters by 14 (20%). Most of the students made intralingual and global errors.]]>
<![CDATA[An Auto Ethnographic Study on Communicative Approach in Teaching English Syntax in a University Context ]]>
<![CDATA[Abdullah Abdullah]]>;
<![CDATA[Nurdin Noni]]>;
<![CDATA[Muhammad Basri]]>;
<![CDATA[Agussalim Djirong]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 1, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.36457
<![CDATA[This research employed an auto ethnographic study. It is a method used to describe the journey of the researcher in teaching English Syntax for three years in academic years 2015 to 2017. The problem in this research is how the lecturer implemented the communicative approach in teaching English Syntax in an Indonesian Higher Education Context. The Method used in this research is qualitative method. The subject of this research was the students and the lecturer of English department, Faculty of Language and Literature, Makassar State University. The instrument of the research was interview and auto ethnography reflection (lecturer personal reflection). Technique of the data collection used individual in-depth interview. The result of the data analysis indicated that the implementation of the communicative approach in teaching English Syntax run well because the students felt satisfy to join the class, from the class start until the end. The implementation was divided into three steps. The first is preparation; the lecturer has already prepared the teaching material well, the learning objective, and teaching method and strategy. The second is implementation the communicative approach in teaching English Syntax, and the third is evaluation. The all of the steps are run well in teaching English Syntax through the communicative approach. It can be concluded that teaching English Syntax through communicative approach was very good and successful, and get a good impact for the students in improving their language knowledge and skills. Keywords: an auto ethnographic study, Syntax, and communicative approach]]>
<![CDATA[Redefining Multicultural Competence of Students in Indonesian Higher Education: Meta-analysis Approach ]]>
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Haris, Hasnawi]]>;
<![CDATA[Rosmaladewi, Rosmaladewi]]>;
<![CDATA[Muslim, Abu]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 1, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.45160
<![CDATA[Multicultural competence is an important skill for university students so that they are able to engage locally, nationally and globally. This research aims to redefine multicultural competence using meta-analysis approach. The meta-analysis uses key published prominent papers in the area of multicultural competence in the last five years. The published papers are taken as a representative sample in the area of multicultural competence and that are closely related to the lexical item of multicultural competence. The result of the study indicated that this redefinition of multicultural competence encompasses the notion of multicultural competence both in western and non-western contexts. This study has pedagogical implications where university students who engage globally should possess global pre-requisite which is multicultural competence. Thus, universities can allocate both formal and normal engagement programs to foster students’ multicultural competences.]]>
<![CDATA[Representation of Gendered Language in English Textbook for Indonesian Junior High Schools ]]>
<![CDATA[Ni Komang Arie Suwastini]]>;
<![CDATA[Putu Wiraningsih]]>;
<![CDATA[Kadek Eva Krishna Adnyani]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 1, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.37632
<![CDATA[As gender constructs could be disseminated through language, English textbooks could be a fertile arena to maintain or deconstruct traditional gender constructs. Since seventh grade students are in their stage to assert their sexual identity, their exposure to English textbook could affect their perception of gendered positions in the society. The present study purposefully aimed to analyzed the language used in English textbook for Grade 7, because the book was published by the Indonesian Ministry of National Education and recommended to be used nationally in public schools in Indonesia. Designed as a descriptive qualitative study, the dialogues and monologues in the textbook were examined to reveal the stereotyped concepts of gender and the deconstruction of the stereotyped concepts of gender. The data were observed under categories on deficit, dominance, and difference approach by Lakoff, supported by critical perspective of language and gender from Coates. The result of the study revealed that the textbook represents gendered language stereotypes in the use of lexical hedges and fillers, empty adjectives, intensifier along with male domination in the conversation. ‘Male firstness’ pattern of mentioning names, choice of topics, and focus of the conversation. However, the book has also included efforts to deconstruct the stereotypes through the deconstruction of conflict versus compromise and tag question usage. The results implies that future textbooks should include more deconstructions of gender stereotypes through language use, while teachers should use the present book with more critical approach to raise awareness about gender equity, especially through language use.]]>
<![CDATA[Representing and Implementing Moral Values to Foreign Students in Indonesian Textbooks for Learners Other Than Indonesians ]]>
<![CDATA[Yuni Pratiwi]]>;
<![CDATA[Kusubakti Andajani]]>;
<![CDATA[Imam Suyitno]]>;
<![CDATA[Asri Ismail]]>;
<![CDATA[Bambang Prastio]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 1, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.36256
<![CDATA[The textbook "Sahabatku Indonesia" published by the Ministry of Education and Culture of the Republic of Indonesia in 2019 has an important position for foreign students who are studying Indonesian. This book consists of 7 series. The book contains information about practical communication rules and exercises in Indonesian. In the communication training material various discourse units are presented which contain information on Indonesian culture. One aspect of culture that is taught is the moral aspect that accompanies language activities. This study aims to describe the representation and implementation of moral values introduced to foreign students in textbooks. These moral values come from moral values that are unique to the Indonesian nation and also universal morals. This research was conducted using a qualitative descriptive approach. The data source for this research is the 7 book series “My Indonesian Friends”. The data is in the form of written verbal units containing moral values and sometimes illustrations are added to accompany the communication exercises. Data were analyzed using content analysis and supported by Appraisal Theory (AT) to see aspects of moral values. This finding illustrated that on "Sahabatku Indonesia" textbook emphasizes inculcating moral values of learners in maintaining harmony and social interactions harmony in their living environment. The moral values contained in the text are as many as 13 moral themes. The implementation in the book can be found in the form of narrative text and picture illustrations. Understanding those moral values made a meaningful contribution to curriculum developers and textbook writers as a basis for consideration in determining their policies.]]>
<![CDATA[Relationship Between Oral Language Anxiety and Students’ Arabic Language Learning Outcomes in Malaysian Secondary Schools ]]>
<![CDATA[Zawawi Ismail]]>;
<![CDATA[Nurwaina Rasit]]>;
<![CDATA[Triyo Supriyatno]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 1, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.37368
<![CDATA[Anxiety is an affective factor that plays an important role in affecting the mastery and achievement of language learning. This study aims to examine the level of oral language anxiety and its relationship with learning outcomes among religious secondary school students in Malaysia. The questionnaire was distributed to 500 form four students from 20 religious secondary schools. Findings show that the levels of oral language anxiety are moderately high level with values (Min = 3.48; SP = 0.64). The significant relationship between student learning outcomes and listening anxiety skills (r = -.121, p <.05) and speaking anxiety (r = -.154, p <. 05) at a significance level of 0.01. This study suggests that teachers should always be sensitive to the psychological needs of students by always providing motivation, and encouragement and using effective teaching methods to overcome the anxiety of learning Arabic. ]]>
<![CDATA[EFL Teachers’ Practices and Perspectives on Learner Autonomy in Virtual Language Learning Environments in Jordan ]]>
<![CDATA[Naima Ahmad Al-husban]]>;
<![CDATA[Mohammad Tawalbeh]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 1, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.36156
<![CDATA[The current study investigated EFL teachers’ perspectives and practices regarding learner autonomy in the virtual language learning environment in Jordan. An interview and observation checklist have been used to collect data. Ten EFL teachers have been interviewed and one recording of their classes has been observed. Results revealed that teachers were aware of the psychological and they employed some strategies reflecting their views. Unlike the psychological perspective, the political perspective was not seen in EFL teachers’ practices. However, EFL teachers did believe in their importance. Based on the result, enhancing the pedagogy of autonomy should be a priority of policymakers while strategizing future plans. Besides, the national curriculum should provide teachers with the freedom to enhance learner autonomy. Further research should be conducted using a wider sample, and including further variables. ]]>
<![CDATA[Preservice Teachers’ Criticality in Analysing School English Teaching Materials: Gender Representation and Islamic Perspective ]]>
<![CDATA[Iwan Jazadi]]>;
<![CDATA[I G A Widari]]>;
<![CDATA[Aris Dwi Intan Aprianti]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 1, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.38573
<![CDATA[This article reports on teacher trainees’ ability in doing a critical analysis of an extract of English teaching materials from a gender perspective. The critical ability was prompted using a textbook extract that generated two gender issues, namely woman-man relationship and the position of women in occupational discourse. The participants were 38 trainees enrolled in textbook analysis subject in the English Department of a college in regional Indonesia. The research data were the trainees’ results of the mid-term test, designed with explicit instruction to ascertain the afore-mentioned critical elements, and their results of the final exam with implied instruction to discern the same critical elements. The data were analysed qualitatively by interpreting the participants’ responses based on their degree of criticality. The mid-term test results show that more than half of them were critical about woman-man relationship, while only 18% were critical about women position at work. The trainees’ results in the final test demonstrate a significant downturn of their critical thinking performances. Only 15% criticized woman-man relationship and 13% problematized women position at work. These findings raise concerns about the trainees’ level of criticality and so systematic efforts to sharpen trainees’ critical analytical ability should be further attempted.]]>
<![CDATA[Teachers’ Perceptions in the Implementation of Text-Based Learning in Indonesian Secondary Education ]]>
<![CDATA[Mayong Maman]]>;
<![CDATA[Ramly Ramly]]>;
<![CDATA[Muhammad Nur Ashar Asnur]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 1, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.33615
<![CDATA[This study aimed to uncover the new evidence on how reform works based on Indonesian experience of adopting a text-based learning (TBL) approach in differing perceptions and teacher activities at the beginning of curriculum implementation. The secondary schools in Makassar city were used as the case studies while the study design had two questions. Data collection was conducted in two parts, A and B, which dealt with teachers' perceptions of TBL and the involvement at the beginning of its implementation, respectively. The samplecomprised 46 secondary school teachers from Makassar city, including 33 civil servants and 13 non-civil servants. These individuals had various teaching experiences in four categories, including 1 year or less, and more than 1 to 5, more than 5 to 10, and more than 10. Moreover, the collected data were analyzed using descriptive statistics. The results showed that the teacher's proportion with the same TBL perception in various aspects ranged from half to all. The proportion with the same activity was less than half of their number to nearly all of them. Generally, Indonesian secondary school teachers responded positively towardstext-based learning implementation.]]>
<![CDATA[Smart-Phone Assisted Language Learning in a Public University in Saudi Arabia ]]>
<![CDATA[Karem Abdelatif Mohamed]]>;
<![CDATA[Tanzina Halim]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 1, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.43135
<![CDATA[The present study tried to investigate EFL teachers' and learners’ facilities regarding smartphone-assisted language learning (SALL) in the Faculty of Languages and Translation, King Khalid University (KKU), Saudi Arabia, including their attitudes, perceptions, levels of proficiency, and challenges they experienced. The study also pursued to inspect whether EFL teachers’ experiences have any significant influence on their facility of SALL. Investigation data was composed of (45) EFL teachers and (68) EFL learners. Two questionnaires were used to collect data. Some statistical analyses were used. The results showed EFL teachers' and learners’ positive perceptions of SALL. Participants stated that (SALL) is beneficial and has supported and enhanced EFL teaching and learning. Most EFL teachers said they needed more skills to advance SALL activities and mentioned some challenges they confronted. The results also indicated significant differences among participants’ SALL facility based on their professional development and teaching experiences, but no differences based on their gender were found. These results also showed that emphasizing professional development in SALL for KKU EFL teachers could promote greater proficiency and the facility to overcome challenges. The study concluded by providing recommendations on advancing SALL implications and suggestions. Keywords: EFL Learners, EFL Teachers, Facility, Implication, Smartphones ]]>
